Knowledge is the law accumulated and refined by predecessors in life, and the teaching goal is to master and learn the law. If teachers only let students master knowledge, that is to say, they regard students' mind as a container of knowledge, and students' mind is a torch that needs to be lit. Therefore, in teaching, students must understand the process of knowledge generation, and teachers should guide students to be good at capturing book information and acquire and accumulate mathematical knowledge in life. 1.
Mathematics comes from life. Many things in life are inextricably linked with the "knowledge points" in math class. They are not similar in appearance, but they are connected in spirit. As long as teachers pay attention to and explore the life content in the teaching materials, they can actually apply a lot of life to mathematics learning and narrow the distance between students and mathematics. With the foundation of known life experience, children will learn mathematics easily, kindly and naturally. For example, when teaching letters to represent numbers, the teacher can ask: How many letters do you know? (26, a, b, c, d, etc. Letters are used in many places in life, such as playing cards (J, Q, K, A), feature films, and the code names of people and places in novels (point A, H city). Teachers' guidance can not only replace people, cities and places, but also represent the practical introduction of numbers (like J in playing cards), which leads to "numbers represented by letters" on the basis of students' original experience about letters, which reduces the difficulty and deepens the understanding. 2. Guide students to observe mathematics in life.
It is the best way to cultivate students' interest in learning mathematics by allowing students to observe mathematics in their daily life and accumulating mathematical knowledge. Including paying attention to the mathematical resources in campus life, paying attention to the mathematical resources in social life and understanding the mathematical resources in family life. Campus, family and social environment are the places where students live. Through the collection and utilization of these resources, students feel that mathematics is inseparable from our lives. We should learn math well and make good use of it. Second, the life-oriented teaching process 1. Life-oriented introduction
(1) Create real situations with examples.
Psychological research shows that the closer the learning content is to the life situation that students are familiar with, the higher the degree of students' conscious acceptance of knowledge. In the lead-in, we pay attention to eliciting mathematical problems from life examples, which can stimulate the needs of learning and make students actively explore learning. For example, among the instructors of the new course "The Middle Vertical Line on a Straight Line", I designed the following scenario: As shown in the figure, two towns, A and B, are going to jointly build a middle school beside the highway, and the funds have been guaranteed, but the location of the school is controversial. For the convenience of transportation, it was decided to build it next to the highway. People in town A want to build it in town C, and people in town B want to build it in town D. Students, please mediate where to build it for us. After listening, the students are eager to try, but they can't come up with a feasible one.
A concrete plan. The teacher said that as long as we learn the knowledge of the vertical line in the line segment well, we can solve this problem satisfactorily. This stimulates students' thirst for knowledge, enlivens the classroom atmosphere and makes students realize the important role of mathematics in real life.
(2) Use mistakes in homework to create situations. In students' homework, there are often mistakes such as conceptual confusion, careless practice, and indiscriminate operation. Teachers should grasp the problems in time, create situations and correct them in time. For example, in the form of stories, games and small competitions that students like, let students visit their places in person, correct their mistakes and gain knowledge in a relaxed environment.
2. The choice of life-oriented teaching methods
In the usual teaching, we should pay attention to guiding students to be good at thinking about mathematics in life, strengthen the connection between knowledge and practice, choose different teaching methods according to different teaching contents and teaching objectives, combine students' existing life experience and cognitive basis, strive to create a harmonious and pleasant teaching atmosphere and diverse teaching situations, and give students the opportunity to explore independently, cooperate and communicate, and operate hands-on in class, so that students can fully express their opinions. 3. Vivid examples are convenient for students to understand and learn.
Dutch mathematics educator Hans? Friedenthal thinks: "Mathematics comes from reality, exists in reality, and is applied to reality. The mathematical process should be a process to help students turn practical problems into mathematical problems. " Therefore, in the process of mathematics learning, teachers should make full use of students' cognitive rules, existing life experience and mathematics reality, change the old concept of "textbook-centered", deal with textbooks flexibly, and optimize the combination of raw materials according to actual needs. For example, when teaching the new curriculum standard "One-dimensional Inequality and One-dimensional Inequality Group", I designed such an example in combination with the current "Golden Week" tourism: On the eleventh of this year, parents plan to take you and some relatives' children to travel somewhere. When consulting the price, a travel agency said, "If you buy a full ticket, the rest can enjoy a half-price discount." Travel agency B said, "You can buy a group ticket for 2/3 of the original price." The full price of both travel agencies is 120 yuan. Can you express the price of two travel agencies by the number of children? Can you figure out which travel agency to choose? This example is very practical and closely related to students' lives, which arouses their great desire to explore and interest in solving problems. Posted in China Paper Download Center 4. Practice in life.
Mathematics comes from life and ultimately serves life, especially junior high school mathematics knowledge, and its prototype can be found in life. Applying what you have learned is the ultimate goal of learning mathematics. Because of the short class time, homework has become a beneficial extension of classroom teaching and a vast world of innovation. Students realize that mathematics knowledge is visible, tangible and useful in life, and it is also the confirmation, supplement and experience of book knowledge. Students naturally increase their emotional experience while learning knowledge. After learning the first volume of the eighth grade "Axisymmetry", our eighth grade math group left an exercise for the students, combining the beautiful paper-cut patterns in the textbook pictures: Please design a meaningful paper-cut. You can ask your parents, but you must do it yourself and express your paper-cutting meaning in one sentence. After the students got this topic, they used their brains. Some look for information, others ask the old people for advice, and then they buy paper, find tools, study the patterns of flower arrangement and start carving. They are very busy. After coming to school, we organized competitions between groups and classes, and selected representative ones to award prizes. Through this topic, we can cultivate students' comprehensive practical ability and deepen their love for ancient paper-cutting art in China, killing two birds with one stone. Iii. Exploring the life of problems 1. Write about math diary
Students can express their new ideas and discoveries in mathematics learning by language, which can help students think about problems systematically, explore problems, deepen their understanding of problems, find successful feelings and experiences, and enhance their self-confidence in learning mathematics. In teaching, let students write a story about "I and Mathematics" and write "math diary", which can cultivate students' ability to feel mathematics, deepen their understanding of what they have learned, and guide students to feel that mathematics is close at hand, and mathematics is closely related to life. If students are allowed to write at home, what math knowledge do parents use? What math knowledge did you use when you went shopping ... by remembering "math diary"?
It not only enables students to explore mathematics in life, but also helps them understand that mathematical knowledge is not only useful, but also ubiquitous in life, thus cultivating students' comprehensive quality. By reading students' "math diary", teachers can also know whether students have a strong sense of "learning and using mathematics", thus making future teaching more targeted. 2. Carry out mathematical practice activities
Applying mathematics knowledge to solve practical problems is the starting point and destination of mathematics teaching. The new textbook connects the "book world" with the students' "life world", so that students can feel that mathematics is around them, and let them practice mathematics, which is the process of students' feeling, verification and application in real life situations, mobilizing students' various senses to participate in learning activities, thus gaining rich direct experience and achieving the goal of cultivating students' comprehensive mathematics literacy. The theme of the activity can be carried out according to the teaching materials, or put forward by teachers or students themselves, but it must be close to students' lives. For example, after learning the similarity of triangles, let the students divide into groups and measure the height of flagpoles on the playground. Make a mathematical tabloid
Making mathematical tabloids can integrate boring mathematical knowledge into interesting tabloid forms, so that students can learn knowledge easily; You can also take the opportunity to encourage those students who are ordinary but have strong hands-on ability to play their specialties; It can cultivate students' practical ability and the ability of collecting, sorting out data, conceiving, typesetting and painting, and finally achieve the overall improvement of students' comprehensive quality.
Life is the starting point and final destination of education. Education must first be rooted in the soil of life, so that it will not become a "rootless tree" or "passive water". Rogers believes: "The more unfamiliar and unnecessary content children have, the greater their dependence and passivity in learning." On the contrary, the closer the learning content is to students' familiar life background, the higher the degree of students' conscious acceptance of knowledge. "Mathematics Curriculum Standard" points out: "We should pay attention to learning and understanding mathematics from students' life experience and existing knowledge. "It can be seen that today's mathematics teaching is developing in the direction of life, activity and problem. Therefore, it is of great significance to emphasize the dialectical combination of mathematical abstraction (that is, the mathematization of life problems) and mathematical application (that is, the life of mathematical problems) for mathematics learning.